Unit 5 Why do you like pandas
Section A
Step 1 Warming up and lead in
Show the class some pictures of a zoo. And ask some questions about animals：
T: Do you like to go to the zoo? Do you like animals?
Then ask them to recall the animals they know and write them on the paper as he/she can.
(e.g. Animals: monkey, cat, dog, cow, duck…)
Step 2 Presentation
1．Ask them to talk with their partners about the animals they like, using the words they know. e．g.
—What animals do you like?
—…
—Why do you like…？
—Because they're…
2．Then show the class some pictures of animals and present other animals. And ask them:
—What's this in English?
—It's a tiger. (Then lion, panda, elephant, koala, giraffe)
Students look at the picture and try to remember the new words of the animals.
3．Next, glue the pictures on the blackboard and ask one student to match the pictures with the words on the cards. Other students turn to Page 25 and finish 1a.
4．Check the answers with the class.
[答案] (1)a (2)f (3)c (4)e (5)d (6)b
Step 3 Game (Guessing game)
Show some pictures on the big screen. Ask one student to describe them and the others guess what animals they are.
Students try to guess and remember the names of the animals.
Step 4 Listening
Work on 1b.
1．Listen to the tape and check the animals they hear in 1a.
Play the recording again and check the answers with the class.
2．Listen and choose the right answer.
Step 5 Pair work
1．Ask the students to imagine “We are in the zoo. There are many kinds of animals here.”
2．Then ask a student to do the model with you：
—Let's see the lions first.
—Why? (Why do you like lions？)
—Because they are interesting.
3．Students work with their partners and practice the conversation, using the
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animals in 1a. Then act out.
Step 6 Summary
Step 7 Homework
Review the new words and make sentences with them.
Step 1 Warming up and lead in
1．Enjoy the music: listen to Old Macdonald had a farm.
2．Review the words learned in the former class.
Step 2 Listening
1．Work on 2a.
(1)Listen to the conversation carefully. Then write the names of the animals you hear on these lines.
Check the answers.
(2)Point out the adjectives and countries listed on the right. Ask a student to say the words.
(3)Draw a line from the animals to the description words and the countries they are from.
(4)Play the recording and have students match the animals with the description words and the countries they are from.
(5)Correct the answers.
2．Work on 2b.
(1)T: Listen again and complete the conversation with the words in 2a.
(2)Play the recording for the students to listen and write the answers.
(3)Check the answers with the class.
[答案] pandas; kind of; China
Step 3 Pair work
1．Ask two students to read the conversation in 2b to the class.
2．Students practice the conversation in pairs.
3．Then show the description on the big screen and practice the other two conversations in 2a.
4．Students practice the conversations in pairs.
Step 4 Role play
1．Ask students to look at the picture in 2d. Then students read the conversation in 2d and find the answers to the questions：
(1)Does Peter have a pet?
________________________________
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(2)What can Dingding do?
________________________________
(3)What pet does Jenny's mom have?
________________________________
(4)Does Jenny like the cat? Why?
________________________________
[答案] (1)Yes, he does.
(2)He can walk on two legs. He can dance, too.
(3)She has a cat.
(4)No, she doesn't. Because she's kind of boring.
2．Students work in pairs and practice the conversation.
3．Let some pairs role play the conversation.
Step 5 Language points(详见课堂互动探究及PPT课件)
cute; kind of; sleep; Let's see…； why don't you…
Step 6 Homework
1．Remember the new words and expressions in this period.
2．Role play the conversation after class.
Step 1 Warming up and revision
1．Have a dictation of the new words that we have learned.
2．Let some pairs role play the conversation in 2d.
Step 2 Grammar Focus
1．Read Grammar Focus and understand the meanings of the sentences.
2．Reading tasks: 学生们合作学习，讨论并总结why和because的用法。
The teacher explain “why” and “because” clearly. (见PPT)
3．Give eight or more minutes for students to remember the sentences.
Step 3 Practice
Work on 3a.
1．Look at 3a. Fill in the blanks with the words from the box.
2．Check the answers.
[答案] Where; They're; like; don't; Why; because; do; cool
3．Practice the conversation.
Work on 3b.
1．Tell students to write the names of animals in the blanks to make sentences that are true for them. e．g.
I like ________because they're interesting.
I like ________ because they're smart.
I don't like ________ because they're scary.
[答案] pandas; elephants; lions
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2．Students work in groups. Discuss and write their sentences.
3．Let some students report their likes and dislikes.
Step 4 Game (Guessing Game)
1．T: Let's play a game: I'll describe an animal to you. Listen carefully and think about what animal it is.
2．The teacher makes a model to the students. Students try to guess what animal it is.
3．T: It's your turn now. Please describe an animal to your group members. Let them guess what animal it is.
4．Students work in groups. Describe animals and guess animals.
Step 5 Exercises
If time is enough, do some more exercises on the screen.
Step 6 Homework
1．Read the sentences in Grammar Focus.
2．Think and describe an animal after class. Then write your sentences on the notebook.
聪明的猴子
There is an old tiger in the forest. He doesn't want to look for food now. He often asks other animals to get him something to eat. The animals in the forest are all afraid of him, so they always did as he said. One day he sees a monkey and says, “I am hungry, monkey. Go to the village and get me something to eat.” “I can't do that now, tiger，” the monkey says. “There is another tiger over there. He will not let me get anything for you to eat. I am afraid of him.” “What？” cries the old tiger. “Take me to that tiger. I will talk to him.” The monkey and the tiger get to the bridge over the river. “Now look down at the water，” says the monkey. “Do you see the tiger？” “Yes, I do，” cries the old tiger. “I will eat him.” With these words the tiger jumps into the river.
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